Research by Dunleavy and Heinecke 2008 found increases in student achievement

Research by dunleavy and heinecke 2008 found

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Research by Dunleavy and Heinecke (2008) found increases in student achievement in science after implementation of a 1:1 program; however, math achievement in the same study did not show any significant effects from the 1:1 program. A potential limitation with these studies is they are overwhelmingly conducted in K-8 core content areas. Therefore, students may exhibit different motivation and interest levels within the different content areas because they are required to pass the class in order to graduate, potentially skewing student performance measurements. Agricultural science classrooms often implement project based learning and because they are elective classes, provide an environment in which an approximately equivalent level of motivation and interest can be reasonably expected. This gap in research provided a motive to investigate the impact of 1:1 computing on student posttest performance in a high school agricultural science classroom. The following research question guided this study: What is the difference between 1:1 computing versus traditional instruction on plant identification posttest scores in a rural high school agricultural science classroom? Research Design This was a quasi-experimental study that used two intact classes and pretest posttest method to collect data. This method allowed for a quantitative comparison of scores between the
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MOBILE DEVICE IMPACT ON STUDENT PERFORMANCE 20 control and experimental groups, providing insight into the use of 1:1 computing to teach plant identification in the agricultural science classroom. The study was designed to determine the effect of a treatment on an experimental group (class one) using a control group (class two) for comparison. The two classes were approximately equivalent in demographics, though their sizes differed. The classes also received the same content, except for the treatment that is received, thus providing confidence that differences in outcomes can be attributed to the treatment (Keppel, 1991). The independent variable in this study was how the students completed their project (traditional or with 1:1 device). The dependent variable was the plant identification (Appendix A) posttest scores. Confounding variables were the amount of time that students spend off topic with the mobile devices, the amount of time that students use the mobile devices outside of the school setting, and home Internet access. Efforts were made to allow students access to the mobile devices outside of school hours. Classroom instruction and the plants required for identification were the same for both groups as well as the time allowed to work on their plant identification notebook or portfolio. Participant Population and Recruitment The school in this study was a rural public high school in the southeastern United States.
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